TPACK ABILITY PROFILE OF HIGH SCHOOL BIOLOGY TEACHERS IN SEMARANG CITY

Abstract

This study aims to assess the Technological Pedagogical Content Knowledge (TPACK) profile of high school biology teachers in Semarang, Indonesia. Using a descriptive quantitative approach, data were collected through a survey involving 55 respondents from a population of 105 biology teachers who are members of the Biology Subject Teachers’ Forum (MGMP) in Semarang. The instrument used was a closed-ended questionnaire with 30 items to evaluate the seven TPACK components. The results showed that the Technological Knowledge (TK) component had the highest average score of 3.60, followed by Content Knowledge (CK) and Technological Content Knowledge (TCK), both with a score of 3.32. Pedagogical Knowledge (PK) scored 3.22, Technological Pedagogical Knowledge (TPK) scored 3.28, Pedagogical Content Knowledge (PCK) scored 3.33, and the overall TPACK score was 3.23. These results indicate that biology teachers in Semarang generally have a good understanding of integrating technology, pedagogy, and content in their teaching practices. The study suggests the need for targeted professional development to enhance pedagogical strategies that effectively integrate technology in biology education.